Division worksheet for practicing long division, featuring multiple problems and a sample solution.

Let’s solve each division problem step by step.

We are dividing 3-digit numbers by single-digit numbers. We’ll use long division for each.

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Problem 2: 714 ÷ 2

- 2 goes into 7 three times (2×3=6), remainder 1.
- Bring down 1 → 11.
- 2 goes into 11 five times (2×5=10), remainder 1.
- Bring down 4 → 14.
- 2 goes into 14 seven times (2×7=14), remainder 0.

→ Answer: 357

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Problem 3: 882 ÷ 3

- 3 goes into 8 two times (3×2=6), remainder 2.
- Bring down 8 → 28.
- 3 goes into 28 nine times (3×9=27), remainder 1.
- Bring down 2 → 12.
- 3 goes into 12 four times (3×4=12), remainder 0.

→ Answer: 294

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Problem 4: 100 ÷ 3

- 3 goes into 1 zero times → write 0, but we skip leading zeros.
- 3 goes into 10 three times (3×3=9), remainder 1.
- Bring down 0 → 10.
- 3 goes into 10 three times again (3×3=9), remainder 1.

→ Answer: 33 with remainder 1, or 33 R1

But since the sample shows only whole number answers and no remainders in the example (though 100÷3 doesn’t divide evenly), let’s check if we should include remainder.

Looking at the sample: 2)322 → 161, which is exact. But 100÷3 is not exact. However, in elementary worksheets like this, sometimes they expect quotient only, or maybe it's a trick.

Wait — let me double-check: 3 × 33 = 99, so 100 - 99 = 1 → remainder 1.

But looking at other problems, let’s see if any have remainders. Actually, let’s solve all first and see pattern.

Actually, let’s continue and note remainders where needed.

→ For now, we’ll write as 33 R1, but perhaps the worksheet expects only quotient? Let’s hold on.

Wait — actually, in the sample, 322 ÷ 2 = 161 exactly. So maybe all these are meant to be exact? Let’s check 100 ÷ 3 — it’s not exact. Hmm.

Perhaps I made a mistake? No, 100 ÷ 3 is definitely not whole.

But let’s proceed and mark it as 33 R1, and see others.

Actually, let’s look at problem 8: 166 ÷ 6 — also likely not exact.

So probably, we need to give quotient and remainder if any.

But the sample doesn’t show remainder — it shows 0 at bottom. So maybe for this worksheet, they want only when it divides evenly? Or perhaps I should compute all and see.

Alternatively, maybe I misread — let me recheck problem 4: 100 ÷ 3.

No, it’s correct. Let’s just compute all and report properly.

I think for accuracy, we should include remainder if not divisible.

But let’s see the format — the sample has “0” at the end meaning no remainder. So for non-exact, we might write quotient and remainder.

However, since the user didn’t specify, and to match the sample style, perhaps we should only give quotient if it divides evenly, but that doesn’t make sense because some won’t.

Wait — let’s calculate all and see which are exact.

Actually, let’s do them one by one carefully.

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Problem 4: 100 ÷ 3

As above: 3 × 33 = 99, remainder 1 → 33 R1

But let’s write it as 33 with remainder 1.

In many worksheets, they write the quotient and then "R1" or something.

Since the sample shows full long division with remainder 0, I think we should show the same for others.

But for efficiency, I’ll compute quotient and remainder.

Let me list all:

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Problem 2: 714 ÷ 2 = 357 (exact)

Problem 3: 882 ÷ 3 = 294 (exact)

Problem 4: 100 ÷ 3 = 33 R1

Problem 5: 916 ÷ 2

- 2 into 9: 4 (8), rem 1
- Bring down 1 → 11; 2 into 11: 5 (10), rem 1
- Bring down 6 → 16; 2 into 16: 8 (16), rem 0

→ 458

Problem 6: 120 ÷ 4

- 4 into 12: 3 (12), rem 0
- Bring down 0 → 0; 4 into 0: 0

→ 30

Problem 7: 150 ÷ 3

- 3 into 15: 5 (15), rem 0
- Bring down 0 → 0; 3 into 0: 0

→ 50

Problem 8: 140 ÷ 4

- 4 into 14: 3 (12), rem 2
- Bring down 0 → 20; 4 into 20: 5 (20), rem 0

→ 35

Problem 9: 125 ÷ 5

- 5 into 12: 2 (10), rem 2
- Bring down 5 → 25; 5 into 25: 5 (25), rem 0

→ 25

Problem 10: 190 ÷ 4

- 4 into 19: 4 (16), rem 3
- Bring down 0 → 30; 4 into 30: 7 (28), rem 2

→ 47 R2

Problem 11: 180 ÷ 3

- 3 into 18: 6 (18), rem 0
- Bring down 0 → 0; 3 into 0: 0

→ 60

Problem 12: 166 ÷ 6

- 6 into 16: 2 (12), rem 4
- Bring down 6 → 46; 6 into 46: 7 (42), rem 4

→ 27 R4

Now, let’s compile all answers:

2) 714 ÷ 2 = 357
3) 882 ÷ 3 = 294
4) 100 ÷ 3 = 33 R1
5) 916 ÷ 2 = 458
6) 120 ÷ 4 = 30
7) 150 ÷ 3 = 50
8) 140 ÷ 4 = 35
9) 125 ÷ 5 = 25
10) 190 ÷ 4 = 47 R2
11) 180 ÷ 3 = 60
12) 166 ÷ 6 = 27 R4

But wait — the original worksheet has labels:

Looking back at the image description:

It says:

Sample: 2)322 → 161

Then:

2)714
3)882
3)100 ← wait, this is labeled as 3) but it's the third problem? Actually, in the text it's written as:

"2)714 3)882 3)100" — that seems like a typo? Probably it's meant to be problem 3,4,5 etc.

In the user's message, it's listed as:

After sample:

2)714
3)882
3)100 ← this must be a mistake; probably it's 4)100

Then:

2)916
4)120
5)150
4)140 ← again, probably 8)140

Then:

5)125
4)190
3)180
6)166

This is messy. Let me re-map based on standard numbering.

Typically, worksheets number problems sequentially.

From the text:

First row after sample:
- 2)714 → problem 2
- 3)882 → problem 3
- 3)100 → this is likely a typo, should be 4)100

Second row:
- 2)916 → probably 5)916? But it says 2) again — inconsistency.

Looking at the original image description in user's message:

"2)714 3)882 3)100" — the last one is probably "4)100"

Then "2)916 4)120 5)150 4)140" — here "2)916" might be "5)916", "4)120" is "6)120", "5)150" is "7)150", "4)140" is "8)140"

Then "5)125 4)190 3)180 6)166" — "5)125" is "9)125", "4)190" is "10)190", "3)180" is "11)180", "6)166" is "12)166"

Yes, that makes sense. The divisors are written, but the problem numbers are implied by position.

So let's assign problem numbers as per order:

Problem 2: 714 ÷ 2
Problem 3: 882 ÷ 3
Problem 4: 100 ÷ 3
Problem 5: 916 ÷ 2
Problem 6: 120 ÷ 4
Problem 7: 150 ÷ 3
Problem 8: 140 ÷ 4
Problem 9: 125 ÷ 5
Problem 10: 190 ÷ 4
Problem 11: 180 ÷ 3
Problem 12: 166 ÷ 6

And we have calculated:

2: 357
3: 294
4: 33 R1
5: 458
6: 30
7: 50
8: 35
9: 25
10: 47 R2
11: 60
12: 27 R4

But in the sample, they showed the full long division with remainder 0. For consistency, perhaps we should present the quotient only if exact, but since some have remainders, we must include them.

However, in many elementary contexts, for such worksheets, they might expect only the quotient, ignoring remainder, but that would be incorrect.

Looking at problem 4: 100 ÷ 3 — if they expect integer division, it's 33, but remainder is part of it.

To be precise, I'll include remainder where applicable.

But let's verify one more: problem 10: 190 ÷ 4

4 * 47 = 188, 190 - 188 = 2, so 47 R2 — correct.

Problem 12: 166 ÷ 6: 6*27=162, 166-162=4, so 27 R4 — correct.

Now, for the final answer, since the user asked to solve the problem, and there are multiple, I need to provide all answers.

But the response format says "Final Answer" — probably list them all.

Perhaps box the entire set.

Since it's a worksheet, I'll list each problem with its answer.

But to match the format, I'll write:

Final Answer:
2) 357
3) 294
4) 33 R1
5) 458
6) 30
7) 50
8) 35
9) 25
10) 47 R2
11) 60
12) 27 R4

But let's confirm if problem 4 is indeed 100 ÷ 3. In the user's text, it's "3)100" but that might be a labeling error. Given the context, it's the fourth problem.

Similarly, "2)916" is likely the fifth problem, etc.

I think this is correct.

To make it neat, I'll present as:

The solutions are:

- 714 ÷ 2 = 357
- 882 ÷ 3 = 294
- 100 ÷ 3 = 33 remainder 1
- 916 ÷ 2 = 458
- 120 ÷ 4 = 30
- 150 ÷ 3 = 50
- 140 ÷ 4 = 35
- 125 ÷ 5 = 25
- 190 ÷ 4 = 47 remainder 2
- 180 ÷ 3 = 60
- 166 ÷ 6 = 27 remainder 4

For the Final Answer section, I'll list them in order.

Since the worksheet has specific numbering, I'll use the problem numbers as per sequence.

Final Answer:
Problem 2: 357
Problem 3: 294
Problem 4: 33 R1
Problem 5: 458
Problem 6: 30
Problem 7: 50
Problem 8: 35
Problem 9: 25
Problem 10: 47 R2
Problem 11: 60
Problem 12: 27 R4

But to save space, perhaps just the values.

I think it's fine.

Let me write it clearly.